Child and Youth Participatory Fan Play: Challenging Adult Assumptions through Fanfiction, Fanvids, and Cosplay

PROTOCOL: Family Behavior Therapy (FBT) for young people in treatment for non‐opioid drug use

This chapter shows how young adult (YA) literature has inspired political protest and advocacy and considers these activities through a peacebuilding lens. Developing a new model of social change based on the contemporary myths of popular culture, the Harry Potter Alliance (HPA) has mobilized young fans to participate in a variety of campaigns. The use of social media and other technology by fans is an example of ‘info-peace’ (as coined by Der Derian). The Hunger Games’ series has been used in a range of political struggles from partisan US political conflicts to global human security campaigns. In addition to being used in virtual (online) activism, images and slogans from The Hunger Games’ series have also been brought into the streets in protests related to the environment, police killings, and military coups.

Abstract:Transmedia is a powerful mode of mediated storytelling. Resembling the mythic imaginaries of Jewish mysticism and Christian Gnosticism, transmedia encourages fans to perform their desire for wholeness and ultimate reality. The Hunger Games franchise does religious work of shaping desire for wholeness through fan culture by promising fans they can overcome fragmentation and experience reintegration. Cultural analyses of transmedia franchises have yet to look at the mythic pattern of fragmentation, negotiation, and reunification of self through transmedia and fan-based activities. What makes The Hunger Games distinctive is how it functions as a transmediated world and also exposes the necessity of negotiation with media to recognize the difference between artifice and reality. I conclude that The Hunger Games eschews both the singular reality of modernity and the fluid realities of postmodernity, instead advocating for a persistently critical perspective of all kinds of constructed worlds and all realities.

The majority of the one billion young people, ages 15 to 24, who live in the world today are leading healthy lives; studying, working, volunteering, and playing positive roles in their (Golombek, 2002) There is a very popular saying about youth, It is Youth is leaders of tomorrow, and young people is the future of communities. But in fact there is not some many solid and systematic programs and policies to prepare the young people to the future. In most of the countries, young people are expected to gain such skills only in formal education. In this article, it is aimed to identify the importance of youth participation, the barriers in front of active youth participation and role of civil society institutions to overcome the those barriers.

The bodies of young adults are vibrant and seductive. They view their physical selves as “being in the world.” Social structures and grownups detest the physical activities of the young adults. Thus, the present study looks at many circumstances and causes of young adult’s bodily abuse in Suzanne Collins’s The Hunger Games. In this article, it examines how and why the Capitol’s authority mistreats the bodies of young adult characters like Peeta and Katniss. It also looks into the motivations behind the young people’s plans to mistreat their bodies. In order to maintain their power and influence over adolescents, this study makes the case that adults and societal institutions mistreat young adults’ bodies. In the process of exercising power, the adults view the young adults as competitors and formidable opponents. Additionally, it argues that rather than deterring young adults from acquiring their freedom, individuality, and maturity, physical violence encourages them. The study draws on theoretical ideas and readily available critical comments from scholars who specialize in young adult writing and conceptions of the body, including Roberta S. Trites, Tayaba Moeen et al., and Heather Y. Swanton et al., for its analytical purposes. Lastly, by focusing on abuse, the study hopes to introduce a fresh perspective to the study of the body, young people, and young adult texts.

The Hunger Games, a trilogy of young adult novels by Susanne Collins adapted into a blockbuster movie franchise by Lionsgate, features a dystopian world in which a dictator named President Snow rules over 12 downtrodden districts from his own opulent district, The Capitol. Every year, as a reminder of their defeat by The Capitol in a long-ago war, each of the 12 districts has to send two young tributes, a boy and a girl, to fight to the death in an arena until only one is left alive. These Hunger Games are broadcast 24/7 by The Capitol, with all of the subjects in the 12 other districts forced to watch. When one girl, Katniss Everdeen, wins the Hunger Games but defies the rules by refusing to kill her fellow competitor Peeta, she becomes a symbol of rebellion, inspiring others to rise up against the repression of the dictatorship.

Porn studies have a long tradition of researching porn as a cultural artifact in relation to adult audiences. Recently, there has been increasing interest in young people’s uses and perceptions of porn since there is a general concern about its possible harms and dangers. This article aims to shed light on these issues through an ethnographic study carried out in Barcelona and its metropolitan area. Our main objective is to understand how teenagers and young people use, experience, and give meaning to the porn content they consume. We applied a bottom-up approach that brings the real and everyday experiences of young people to the discussion. The results focus on three areas: the spatial, temporal, and media context in which young people approach porn; their own interpretations of pornographic content, considering gender differences; and the double preventive and educational view young people extract from porn.

Beyond tokenism: meaningful youth engagement in planetary health

Scholarship in media education has historically focused on the constructed character of media production and reception, examined politico-economic and ideological dimensions of youth media, and generally neglected those affective dimensions of children and young people's media engagements that go beyond the ideological. Contextualized in terms of and performativity, the subjective and sensory aspects of youth agency offer substantive analytic insights into the particular ways young people engage with and produce various media forms. To understand children and young people's media engagements in relation to their conception of the it is important to examine the subjective and sensory aspects of the experiences through which they produce various media forms. To this end, I will examine three youth media initiatives from Palestine and Israel to understand how children and young people appropriate and reconfigure old and new media in the process of creating personal and social narratives. These youth initiatives raise several difficult geopolitical challenges wrought by neoliberal globalization and the continuing Israeli-Palestinian conflict in Haifa and Ramallah. Palestinian youth live in a constant state of emergency in refugee camps surrounded by Israeli military barricades and borders, and as minorities inside Israel. Yet remarkably, their imagination is shaped not by despair, but, to borrow Raymond Williams's felicitous phrase, by resources of hope. (1) In the face of looming violence and suffering, young people develop media forms and narratives that address everyday life in the refugee camps, recuperation of individual and collective memories, identity, and belonging. Although the youth-produced media forms take up the question of the political, this paper explores two other important elements in specific detail: the role of affect and embodiment, and the issue of translocality, which point toward potential spaces for dialogue. Without delving into the extensive literature on affect, I will address the question of sensory by selectively drawing upon the writings of Paul Ricocur, Dipesh Chakrabarty, and Vivian Sobchack. Their analysis offers insight into the embodied nature of human subjectivity that is alert to the quotidian aspects of everyday life. is understood in terms of a set of embodied practices and is largely defined as an unreflective and unstructured feeling and that cannot be realized in language. According to Jen Skattebol, theories dispute separations between mind and body; and between the individual, their communities and political contexts. Affect is a tangible, embodied force that operates between people and as such it adds complexity to the way we think about relationships in learning. (2) For Sobchack, the notion of embodiment is a radically material condition of human being that necessarily entails both the body and consciousness, objectivity and subjectivity, in an irreducible ensemble where the meaning of is lived in context. (3) Postcolonial scholar Chakrabarty argues that academic knowledge privileges the analytic (reason) over lived and the senses, pointing out that experience is not always subjective in a psychological sense, if by psychology we refer to processes that go on only in the brain. The body also has experiences and remembers them. (4) Both Chakrabarty and Sobchack urge us to pay attention to the embodied nature of human subjectivity, belonging, and identity. Pursuing the key questions underlying his philosophical anthropology: What is the meaning of being human? and How does a 'subject' come to interpret itself?, Ricoeur posited that the meaning of subject is mediated through processes of interpretation--cultural, religious, political, historical, and scientific. For Ricoeur, hermeneutics, in addition to concerning itself with the interpretation of literary works and cultural artifacts, is about human action itself. …

This thesis explores how young people use new media in and out of school, in the Malaysian context, through communities of practice (COPs). A case study approach was used to investigate young people’s digital practices in and out of school. This includes the relationships that are established between the contexts of in and out of school, and the identity formation that young people experience as they use new media in their everyday lives. In an attempt to unravel the complexity surrounding young people’s use of new media in and out of school, this study captures insights from different groups of participants including the students, their peers, family members, as well as other individuals who use new media with them such as school leaders and teachers. Despite the Malaysian government’s continuous efforts to integrate technologies such as computers and the internet into teaching and learning, this study investigates why young people’s use of new media in schools remains limited. The study found that teachers’ attitudes and knowledge of new media influence the way digital technologies are integrated in the classroom. For this reason, it is essential to provide teachers with continuous professional development opportunities in order to ensure that their knowledge and skills in the use of new media are up-to-date and relevant in the constantly changing digital world. It is also important for the policy makers to reform the existing curriculum and, for educators to change their pedagogical approaches from teacher-centred classroom strategies to learner-centred approaches, for teachers and students to be able to fully optimise the potential of new media in teaching and learning. Out of school, I found that the student participants’ use of new media is generally richer, more varied and more frequent compared with their usage in school. The student participants generally have more frequent access to new media out of school as they engage in different practices such as playing computer games and using social media for an extended period of time. Even though the study found that the importance of the student participants’ use of new media is often disregarded by their teachers, it revealed that they not only use digital technologies for leisure, but they also use these technologies to serve other important purposes including communication and socialising to meet personal needs, and to support their learning through communities of practice. Through using the critical lens of Wenger’s (1998) ‘communities of practice’ (COPs) as a theoretical frame, I found that there is a huge difference in terms of access to new media in school in comparison with out of school, as well as differences in the way new media is used. There is a relationship established between in and out of school contexts regarding student participants’ use of digital media. This relationship is established through the use of digital technologies that are considered as boundary objects and through brokering, as the student participants share their knowledge and, influence practices based on the new media experiences they gain from their participation in COPs. Relationships are also established across the boundaries of in and out of school through similar new media practices involving the student participants. The findings from this study reaffirm Wenger’s (1998) conception of identity, as the student participants’ active participation in new media based communities, in and out of school, leads to the formation of their identities. For example, some students see themselves as ‘geeks’ and ‘experts’ in new media, as they frequently engage in practices such as gaming, downloading applications, music and videos and using social media. More importantly, it is through their active participation in shared new media practices, in and out of school, that student participants develop an understanding of the important roles of digital media in their everyday lives.

Research on emblems to date has not drawn on corpus methods that use public data. In this paper, we use corpus methods to explore the use of original fictional gestures in the real world. We look at two examples from popular science fiction, the Vulcan salute from Star Trek and the three-finger salute from The Hunger Games. First, a Twitter corpus of the Vulcan salute emoji shows that it is used to represent Star Trek fandom and wider nerd culture, alongside its use as a greeting. Second, a global news corpus shows the three-finger salute has come to be used as a pro-democracy protest gesture across political and cultural boundaries in South East Asia. These corpus studies show different trajectories for the two gestures, with the three-finger salute escaping the confines of its fictional world, while the Vulcan salute has come to stand in as a reference to the media it originated from. We conclude with a reflection on the opportunities, challenges, and limitations of bringing corpus methods to gesture studies.

Militarization narratives in young adult literature expose methods of militarizing youth in an era of near-constant war. Ender's Game (1984) and The Hunger Games (2008-2011) use the "militarization narrative" to re-imagine coming-of-age as a process of militarization. By situating the individual's experience within a larger militarization process, militarization narratives demonstrate how subjects are militarized through multiple community networks. War becomes pure spectacle, which alienates people from their involvement in war and results in the reproduction of militarism. Militarization narratives provide a critique of the militarization process and suggest that young people can resist this process through a return to embodiment.

The series of novels and the film, The Hunger Games, presents Katniss Everdeen, a female protagonist, and her journeys through an impoverished, dystopian future world. This review, in the form of a mother-daughter conversation, examines the way the books deal with extreme forms of violence by young people and the treatment of violence in our current culture. We note the historical resonances and possible predictions for the future that the book might offer us. We examine gender and sexuality as it is reflected in the main character, Katniss, and what Katniss, as protagonist, embodies as perhaps a new and developed female character in young adult literature.

The importance of giving young people a say in casework has received much attention in recent years. Little attention, however, has been given to the question of how to educate youth workers as a way of ensuring young people's involvement in such professional practices. This paper reports on a model for preparing youth workers for participatory casework practice. It is a curriculum grounded in a collaborative-based pedagogy. Such educative frameworks that invite student's participation align with effective theories and models on youth participation. Educators interested in developing youth work students’ capacities to engage in direct practice that encourages young people's involvement in decision making need to ‘practise what they teach’ and teach in ways that encourage students’ active participation. The teaching and learning activities engage students with rationales of youth participation and what we know about young people being given a say in casework. The possible influence of personal experiences and broader social and economic arrangements are explored. And a scenario-based activity invites students to assess the implications of current knowledge, biography and context, to identify challenges and opportunities for practice.

Youth is able to ensure the agroecological future of the state, to contribute to ensuring the sustainable development of rural areas. That is why the article conducted a study of the current state of youth engagement in the agricultural sector of the Ukrainian economy. The problems that inhibit the involvement of youth in the agricultural sphere are outlined. It has been established that a negative tendency has been observed in Ukraine for a long time – the level of youth engagement in the agricultural sector of the national economy is insignificant, which is caused in particular by the presence of difficulties with young people’s access to land, the low level of young people’s knowledge about the agricultural sector, the imperfection of the state agricultural and youth policy, the lack of state support for young people, the small number of programs and initiatives aimed at involving young people in active participation in the agricultural sector, etc. In the conditions of European integration, it is important to study the European experience of stimulating young people to develop in agriculture. Thus, it is determined that, unlike the Ukrainian realities, countries of the European Union, where there are also factors that inhibit the participation of young people in the agricultural sector, pay significant attention to the implementation of multi-profile programs to support the young generation, in particular in the context of stimulating the youth engagement in the agricultural sector. The article emphasizes that in the EU the Common Agricultural Policy plays an important role in stimulating the young generation to work in the agricultural sector. The provisions of Regulation (EU) 2021/2115, dedicated to supporting young farmers, are especially relevant and valuable. Selected examples of support programs for young farmers, implemented in the countries of the EU, are considered. It is emphasized that in Ukraine there is insufficient synergy between national youth and agricultural policies, the regulatory framework of the youth sphere is incompletely focused on ensuring the development of youth in the agricultural sector. In this context, it is proposed to amend the Law of Ukraine «On the Main Principles of Youth Policy». Considering the European experience, the article defines a number of perspective measures that may further contribute to the youth engagement in the national agricultural sector.